knowledge in a sequence of progressively more complex tasks feasible in content-based classroom and usually absent from
more traditional language classroom because of the narrow focus on language rules or limited time on superficially developed and
disparate topics.
b. Theory of Language Learning in Content-Based Instruction
The core assumption of content –based language teaching is that
language is best taught when it is used as a means to gather and convey information which is beyond the language itself. Richards and Rodgers
2001: 208 coin more assumptions which are underlying the emergence of CBI as explained below:
1. Language is text and discourse –based: The content–based
instruction emphasizes the use of the language as vehicle for learning the content. It means that the focus of CBI is using
English to communicate and construct information through texts and discourse meaningfully.
2. Language use draws on integrated skills: Communication generally involves the integration of several skills. In
content –based class, the tasks given to the students resemble the
real world tasks which involve integrated skills of language. Therefore, grammar in CBI is seen as a component of the skills
which teachers of developers are responsible to identify relevant grammatical and or other linguistic focuses to complement
topics or themes of the teaching – learning activities.
3. Language is purposeful: Language can be used for many purposes such as academic, vocational and social purposes.
When learners focus on the purpose, they will get more engaged to the learning. Moreover, they will individually check whether
their goals are accomplished or not. The departure point of content
–based instruction is the content which can generate meaningful and contextualized language learning. In the formal
education, English is best learned when the f0cus is on the mastery of contents rather than on the mastery of language. This is in contrast to
traditional approach in which the primary focus of language teaching is the language forms. Moreover, CBI allows the learners to build on their
previous knowledge, expose to the contextualized uses of language, and prepare for the eventual uses to which the language would be put .In
addition, Richards and Rodgers 2001: 210 add four more core assumptions of language learning through CBI.
Firstly, people learn English successfully when the information they are acquiring is considered as interesting, useful, and leading to a desired goal.
Therefore, to promote effective learning, CBI must take into account the expectation of the learners to the eventual target language that they will use
in the target situation. Moreover, the informational content should be perceived as relevant so that learners will be motivated during the learning
process. In addition, motivation can also be increased when the focus of the
